500

This course provides the skills and knowledge necessary to conduct an inquiry-based, master's level research study. The course will explore philosophical frameworks, literature review, and research design (problem statement, research questions or hypotheses, data collection and analysis tools) as well as other key aspects of academic research (reliability and validity, ethics, and social relevance). The three major research methods, Qualitative, Quantitative, and Mixed, are examined in relation to the student’s focus of interest. This course sets the foundation for Advanced Research Methods.

Starting with topics related to human lactation, the learner will consider issues relating to physical health, psychological health, social health, intellectual health, spiritual health and/or environmental health. Changing behavior to achieve better health will be explored through models of health behavior change. This course will give learners an opportunity to begin to examine their own topic in detail, using the theories and models that are discussed at a broader level throughout this course. 

This course will explore advanced concepts in human lactation, beginning with health care ethics and the universal principles of ethics and application of these principles to practice and health care topics. This course will also explore the social justice issues relating to health and health care delivery, including disparities of care. 

This course provides 30 hours of human lactation instruction and is the first in a series of four lactation-specific courses designed to prepare students for the International Board of Lactation Consultant Examiners (IBLCE) certification examination. 

This course is a continuation of LACT 514 and provides 60 hours of lactation instruction designed to prepare students for the International Board of Lactation Consultant Examiners (IBLCE) certification examination.

The course provides graduate-level depth of scholarship pertaining to human lactation studies. Each student works one-on-one with a faculty mentor and the course content is individualized for each student. The student and instructor collaboratively identify a specific field of study for the student and the title of that field of study goes on the student’s transcript, e.g., Art, Faith and Divine Inspiration; Public History; Women’s Studies; Archaeology; African Diaspora Studies; Postpartum Depression, Alternative Wellness; Graphic Novels as Literature; or, Female Victorian Authors. The student and instructor develop an Individualized Learning Component that supplements the course syllabus and identifies concepts, theories, notable authors and key texts in the chosen field to be examined, as well as assignments to be accomplished by the student. Emphasis is on student initiative, guided reading and learning, and regular and frequent one -on - one communication between student and instructor.

A continuation of 521 Field of Study I, 

This course provides an opportunity for the student to begin applying the knowledge that has been gained in prior courses. Each student works one -on -one with a faculty mentor and the course content is individualized for each student. The student and instructor collaboratively develop an Individualized Learning Component that supplements the course syllabus and identifies activities and expectations specific for that student. Examples of experiential and/or applied learning activities may include: developing a childbirth education curriculum; undertaking a series of structured visits to health facilities or other institutions; undertaking a creative project (a series of short stories, essays, or art works); conducting specialized research to gather data for the upcoming thesis (conducting archival research or conducting surveys and interviews, etc.); or, preparing and delivering conference presentations. At the end of the term, the student offers substantive reflection on how learning activities undertaken during the term inform the student’s academic study. 

This course may serve as continuation of 525 Applications I or may involve a different but comparable project.

This course provides the student with in-depth knowledge of research methods appropriate to the field of human lactation. The student writes a substantial thesis proposal.

This course presents an introduction to the human body and health and outlines how a microorganism or body imbalance can quickly cause an illness. The course also presents the concepts of vaccinations and how their use has reduced infectious disease in the U.S. and globally. Moreover, the course will address how education around the world relates to relationships between vaccines and epidemics. General topics include cells, human tissues, organs and organ systems, genetics, microbiology, pathology, immunology and epidemiology. 

This course covers essential elements of human anatomy and physiology, the relationship and function of anatomy and physiology, homeostasis and the role that each of the body systems plays in maintaining it, and the functions of cells and tissues in the body.

The growth and development of infants and children are explored in this course beginning with influences on healthy development in the prenatal phase, continuing through birth to adolescence. Normal stages are examined at each phase of the life cycle from conception to adolescence. Health promotion and cultural implications of health care during this span are emphasized. 

Medical Terminology is the language specific to the medical industry. This introductory course focuses on the word construction and meaning that characterizes medical language through a study of root words, prefixes and suffixes. This course focuses on correct pronunciation, spelling and use of medical terms. Anatomy, physiology, and pathology of disease are discussed, yet no previous knowledge of these topics is necessary.

A substantial research and writing project that includes extended critical exposition. The thesis stands as the culmination of a student’s study and provides evidence that university outcomes and competencies have been met.

A substantial research and writing project that includes extended critical exposition. The thesis stands as the culmination of a student’s study and provides evidence that university outcomes and competencies have been met.